Core indications of effective online teaching

Based on a qualitative analysis of data from 199 online students using a web-based document, Young (2006) identifies these core indications of effective online teaching, some of which apply to all participation modes.

Adapt to student needs
- Online students vary a lot in terms of their technological access to the course materials (e.g. strength of internet connection, hardware and software capabilities, etc.), how tech-savvy they are, their time-management skills and motivation in the online learning environment. As such, instructors are well-advised to be flexible and anticipate possible technical issues by preemptively thinking about alternative plans.
Use meaningful examples
- The best way to help students incorporate course content with their existing knowledge base is to contextualize the subject matter. Explain concepts using real-life examples to help students connect them with their own life experiences.
Motivate students to do their best
- Maintain a positive learning environment in which students can learn from making mistakes.
- Create assignments that challenge students to interact with the course content at a deeper and more complex level: analyzing, creating, evaluating, etc.
- See also tips on engaging students.
Facilitate the course effectively.
- Use breakout activities in which students must take on different roles in their learning; students need to be more actively involved, while instructors should take on more of a facilitative role.
Deliver a valuable course
- Help students see the value of mastering the knowledge and skills being imparted in your course.
Communicate effectively
- Maintain ongoing and meaningful communication with students and the instructional team throughout the course.
- Create a strong learning community among class members (Jones, Kolloff, & Kolloff 2008, Keengwe & Kidd 2010, Wegmann & McCauley 2008 ).
Show concern for student learning
- Young (2006) pointed out that online learning should not be an isolated, independent activity but rather one in which students and instructors are partners in learning.
- Create ample opportunities for providing feedback
  - Use polls and end-of-lecture surveys to collect feedback from students.
  - Create scaffolding assessments and provide feedback to help students improve their knowledge/skills as they progress from less to more complex ideas.

References

Jones, P., Kolloff, M., & Kolloff, F. (2008). Students' perspectives on humanizing and establishing teacher presence in an online course. In Society for Information Technology & Teacher Education International Conference (pp. 460-465). Association for the Advancement of Computing in Education (AACE).

Keengwe, J., & Kidd, T. T. (2010). Towards best practices in online learning and teaching in higher education. MERLOT Journal of Online Learning and Teaching, 6(2), 533-541.

Wegmann, S. J., & McCauley, J. K. (2014). Investigating asynchronous online communication: A connected stance revealed. Journal of Asynchronous Learning Networks, 18(1), n1.

Young, S. (2006). Student views of effective online teaching in higher education. The American Journal of Distance Education, 20(2), 65-77.